必修5 Module 6 Animals in Danger教学设计
必修5 Module 6 Animals in Danger教学设计
教学内容：高中《英语》（外研版）必修5 Module 6 Animals in Danger Period 1 Introduction & Reading （阅读课）
教学对象：高二学生
教材分析：本模块介绍珍稀动物正濒临灭绝这一严峻现实，帮助学生增强“拯救野生动物，保护自然环境”的意识。
本节课主要复习和学习一些与野生动物保护有关的词汇，学会简要分析珍稀动物濒临灭绝的主要原因。
学习词汇，阅读拯救藏羚羊的文章，了解藏羚羊濒临灭绝的现状，以及我国政府的世界自然保护组织为拯救藏羚羊所作的努力。
Teaching aims and demands:
a. Get Ss to learn some words and information about the protection of the wild animals
b. Read a passage about the Tibetan antelope and learn some information about the present situation of the Tibetan antelope and the effort made to protect them.
c. Help Ss to consolidate their reading skills .
Teaching important points:
a.Get Ss to realize the importance of saving the animals in danger
and protecting the nature.
b. Get Ss to learn how to call on more people to realize the importance of saving the animals in danger and take measures to protect them.
Teaching difficult points:
a. Enable the Ss to talk about the current situation of wild animals.
b. Guide the Ss to summarize the main idea of the text Teaching methods: Discussion, cooperative learning and oral practice.
a. Task-based activities and fast reading skills for main ideas and details．
b. Discussions to improve Ss' reading skills
c. Individual，pair or group work to make every student work in class.
Teaching aids: Powerpoint , computer, tape recorder, and blackboard
Teaching procedures:
Step I. Lead in
Show the class some pictures about animals , and ask them “What is the English for them ?” Show a picture of the Siberian tiger and the giant panda. Ask:How much do you know about the Siberian tiger and the giant panda ?
设计意图：通过展示动物图片，吸引学生的注意力，提高学习兴趣。
同时还能复习所学有关动物的词汇，为下一环节做铺垫。
Step II. Introduction
1. Read the short passage on P51 to get more information about them ,
2. Match the words in the box with their meanings.
设计意图：通过这段文章，了解濒危动物的现状。
Step III. Reading
Have you ever heard of the Tibetan antelope? How much do you know about it ?
To get further information, let’s read the passage on P52.
1. Fast reading: help the Ss get some general information of the passage.
1）. Who is Jiesang Suonandajie?
2）. Why do the poachers kill the antelopes?
设计意图：通过快速阅读，了解文章大意，有利于提高学生阅读能力。
2. Careful reading: Summarize the general idea of the whole passage (pair work).
Para. 1 Jiesang Suonandajie died when protecting antelopes. Para. 2 The reason for the trade.
Para. 3 The process of the trade.
Para. 4 The result of the battle.
Para. 5 The present situation and the future of the battle.
设计意图: 通过精读，概括段落大意，进一步提高学生的阅读归纳能力。
3. Listen to the tape and ask the Ss to fill in the blanks. There used to be millions of antelopes on the Qinghai-Tibetan __________. But unfortunately many ________ killed them and skinned them on the spot for their wool, which is the ______ material for a coat. Now the government begin to take an active part in _________ the antelopes. Many poachers were caught and 300 vehicles _____________. Police are getting _______ with the dealers. As a result, the antelope population has slowly begun to grow again.The writer tells us the facts about the ___________ antelope to make us realize the importance of protecting animals. 设计意图：通过听录音完成填空，训练学生听细节的能力。
Step IV. Discussion (group work)
What measures should we take to protect animals in danger?
设计意图：通过小组讨论引导学生分析问题及解决问题，激发学生热爱动物的感情，增强保护动物的意识。
Step V. Homework
According to the result of discussion, write a short passage. 设计意图：引导学生学会使用语言表达自己的观点，即学以致用。
教学反思：这节课通过使用多媒体进行教学，使学生形象直观地了解了濒临灭绝的珍稀动物的现状，并增强了学生“拯救野生动物，保护自然环境”的意识。
同时通过多媒体和板书，让学生更好地理解掌握教学重
点和难点。
在学习过程中，通过学生个人思考、小组交流，激发学生爱护自然，保护自然的意识，通过学生讨论--归纳--巩固--运用的模式，让学生更好地掌握和运用所学知识。
必修5 MODULE 6 ANIMALS IN DANGER教学设计
示范课教案MODULE 6 ANIMALS IN DANGER一、课程分析本课是外研社新教材高二英语必修五第六模块READING AND VOCABULARY——saving the antelopes.这课通过介绍藏羚羊正面临灭绝的严峻形势，让学生了解我国政府和世界自然保护组织为拯救藏羚羊所做出的努力，帮助学生增强“拯救野生动物，保护自然环境”的意识。
（一）学习目标1.知识与能力：掌握与动物灭绝有关的词汇。
了解藏羚羊濒临灭绝的现状，及导致这一现状的原因，以及人们为拯救藏羚羊所做出的努力。
2. 过程与方法：阅读拯救藏羚羊的文章，完成根据文章内容涉及的各项任务的任务型教学法。
采取小组合作探究的学习方法。
3. 情感态度与价值观：帮助学生增强“拯救野生动物，保护自然环境”的意识。
（二）学习内容1.复习词汇。
2.阅读拯救藏羚羊的文章，了解藏羚羊濒临灭绝的现状，及我国政府和世界自然保护组织为拯救藏羚羊所做出的努力。
3.认识导致动物濒危的原因；寻求解决方案。
4.小组合作，搜集一个濒危物种濒临灭绝的原因及解决的措施。
（三）学习重点1.使学生了解藏羚羊濒临灭绝的现状，及我国政府和世界自然保护组织为拯救藏羚羊所做出的努力。
2.培养学生的阅读理解能力。
3.提高学生的口语表达能力。
4.加强学生的书面表达能力。
（四）学习难点深入认识导致动物濒危的原因，探讨寻求解决方案，组织成文。
（五）教学方法本科课要运用了任务型教学法。
在具体操作中又采取了探究活动，小组讨论，合作学习等教学活动类型。
二、学情分析我们学校是普通高中。
班级的学生几乎都来自农村，普遍存在英语基础差，缺乏英语学习兴趣的问题。
作为这样高中，因环境限制大多数学生的口头表达能力低且羞于开口，需要教师的积极引导和归纳总结。
三、设计理念《英语课程标准》要求高中英语课程的设计与实施要有利于学生优化英语学习方式，使他们通过观察、体验、探究等积极主动的学习方法，充分发挥自己的学习潜能，形成有效的学习策略，提高自主学习的能力；要有利于学生学会运用各种信息资源，拓宽学习渠道，并形成具有个性的学习方法和风格。
外研版必修五Module 6《Animals in Danger》word教案
Book 5 Module 6 Animals in danger(introduction ＆writing )教学设计设计教师：教学年级：高中二年级课题名称：Animals in danger教材版本：外语教学与研究出版社授课时间：40 分钟教材分析：这是外语教学与研究出版社出版的新标准英语第五册书中的第六模块的内容。
本模块的主题是濒危动物。
这节课是本模块中的导入部分和写作部分，导入部分旨在引出本模块的主题，让学生了解一些濒危动物的背景知识和相关的词汇，从而为写某一种濒危动物做好准备。
写作部分侧重介绍某种濒危动物的现状以唤醒人们对保护动物及保护环境的意识。
学情分析：本节课授课的班级是高二（10）班。
该班总共有学生65人，整体语言基础良好，活泼团结，上课能积极完成教学任务，部分学生有比较好的组织和领导能力。
教学目标：1. 语言技能：（1）帮助学生提高口语表达和写作技能；（2）指导学生模仿课本中的信息写一篇保护大熊猫的文章。
2. 学习策略：（1）帮助学生训练在阅读中整理和分析相关信息的能力并进行模仿写作的技巧；（2）帮助学生养成自主学习和合作学习相结合的高效的学习习惯。
3．情感态度价值观：（1）培养学生进行整理信息和模仿写作的能力；（2）引导学生在合作学习中培养合作学习的精神；（3）帮助学生深入分析动物濒危的原因并唤起学生保护濒危动物的意识。
教学设计原则：英语课堂教学是实施新《标准》的根本途径，应当全面考虑教学的目标、学生的特点、教材（包括教学设备）的特点，实现教学目标、教学方法、学法指导、情感态度价值观念的最佳优化。
因此，在进行教学设计时，我遵循了以下原则：第一，整合教材，明确目标、突出重点。
由于本课涉及到本模块第一课时的导入和最后一个课时的写作，跨度比较大。
其中包括新单词的教学，阅读短文获取信息，通过个人及小组合作的方式口头表达动物濒危的原因及人类应该采取的措施，最后通过模仿东北虎的信息写一篇保护大熊猫的文章。
高中英语 Module 6 Animals in Danger教案必修5
Module 6 Animals in Danger 【美文阅读】现在，越来越多的野生动物正在遭受灭顶之灾，是该采取措施保护野生动物了。
Animal ConservationMany animal and plant species have become extinct and many more are in critical(批评的，决定性的，危险的) danger.Finding ways to protect the earth's wildlife and conserve(保存) the natural world they live in is now more important than ever.RhinosThe rhino horn is a highly prized item for Asian medicines.This has led to the animal being hunted in its natural habitat.Once widespread in Africa and Eurasia, most rhinos now live in protected natural parks and reserves.Their numbers have rapidly decreased in the last 50 years, and the animals remain under constant threat(在不断的威胁下) from poachers.Giant pandaThe future of the World Wildlife Fund's symbol is far from certain.As few as 1,000 remain in the wild.The Chinese government has set up 33 panda reserves to protect these beautiful animals and made poaching them punishable with 20 years in prison.However, the panda's distinct black and white patched coat fetches a high price on the b lack market and determined poachers still pose one of the most serious threats to the animals continued existence.WhalesThe International Whaling Commission is fighting to ensure the survival of the whale species.Despite the fact that one third of the world's oceans have been declared the whale sanctuaries, 7 out of 13 whale species remain endangered.Hunted for their rich supply of oil, their numbers have decreased to just 300.Collisions with ships, poisonous pollution and being caught in fishing nets are other major causes of whale deaths.【诱思导学】1．What caused the rhino being hunted in its natural habitat?【答案】The rhino horn is a highly prized item for Asian medicines.2．What measures has Chinese government made to protect the Giant panda?【答案】The Chinese government has set up 33 panda reserves and made poaching them punishable with20 years in prison.3．What's the major causes of whale deaths?【答案】Hunting for their rich supply of oil，collisions with ships, poisonous pollution and being caught in fishing nets are other major causes of whale deaths.Period ⅠPreviewing(教师用书独具)●课标技能要求初步掌握本课文中的词汇，浅层次理解课文，了解相关的背景知识。
Module6Animalsindange基于大单元(教案)2023
-词汇：endangered, save, protect, hunt, forest
-句型：What do you want to do? I want to save...
2. Unit 2 I want to be a volunteer.掌握志愿者的概念，学会介绍保护动物的方式。
其次，本节课的重点词汇和句型教学取得了较好的效果。在讲授过程中，我通过图片、例句、角色扮演等多种方式，帮助学生理解和掌握词汇和句型。从学生的实际运用情况来看，他们能够将这些词汇和句型运用到句子中，进行有效表达。
然而，我也注意到在语法讲解和难点解析方面，部分学生仍存在一定的困难。特别是情态动词can的用法，有些学生在实际应用时会出现错误。在今后的教学中，我需要更加关注这部分学生的需求，通过更多实例和练习，帮助他们突破难点。
举例：通过角色扮演、小组讨论等形式，让学生运用句型表达对动物保护的意愿和计划。
（3）语法：本节课的重点语法为情态动词can的用法，表示能力、请求、允许等。教师需强调情态动词can在不同情境下的用法。
举例：通过设置不同场景，让学生练习使用can表达能力、请求和允许，如：I can help you. Can I go with you?
-倡导人与自然和谐共生的理念，提高环保意识
4.学习能力：鼓励学生积极参与课堂活动，提高自主学习、合作学习的能力，培养学生在实践中解决问题的能力。
-主动参与课堂讨论，积极发表个人见解
-与同学合作完成宣传海报，共同为动物保护献计献策
三、教学难点与重点
《Module 6 Animals in danger》基于大单元（教案）2023
外研版_必修5_Module_6—Animals_in_Danger_Reading_and_Vocabulary-Saving_the_Antelopes教案
外研版Book 5 Module 6—Animals in Danger第二课时教案教学内容：Reading and Vocabulary-Saving the Antelopes教材内容分析：文章的话题是关于拯救藏羚羊，了解藏羚羊濒临灭绝的现状，以及我国政府和世界自然保护组织为拯救藏羚羊所作的努力。
学情分析：高二学生具备了一定的阅读能力和分析能力，但是在运用策略解决实际问题的能力方面还有待于提高，这个能力也正是即将学习的选修六所要求学生达到的能力，因此要逐步培养他们的学以致用的能力。
另外，学生在学习课文时，对文章所涉及的现象和文化内涵理解的深度不够，因此要注意引导。
教学目标：1.知识和能力目标：阅读掌握并灵活运用词汇，了解材料中的信息和内容；理解含有本模块所学词汇和结构的句子、段落并获取信息；挖掘文章深意，提高对文章内容的分析和解读能力。
2.语言运用目标：如何拯救濒危野生动物。
3.文化意识目标：了解藏羚羊濒临灭绝的现状和人们为保护他们所做的努力。
4.情感态度目标：增强学生爱护我们的家园、保护生态环境的意识，激发他们拯救动物从我做起，从身边小事做起的热情。
5.学习策略目标：根据问题锻炼查读和略读技能，加强对思维方向的自觉控制。
教学方法：任务教学法、学生中心教学法、多媒体教学法教学媒体：多媒体、录音机、黑板教学重点：阅读掌握并灵活运用词汇，了解材料中的信息和内容。
教学难点：学习和理解文章所涉及的现象。
教学过程：Step1.导入Get the students to discuss the following two questions:1)As we know,more than 12,000 animals species are now in danger.Can you give some examples?2)Have you ever read or heard of the Tibetan antelope?How much do you know about it?（结合第一课时教学内容，让学生进行问题讨论，激活学生背景知识，引入话题。
高中英语 Module 6《Animals in Danger》教案-Reading and vocabulary 外研版必修5
Module 6 Animals in DangerReading and vocabulary---教案Teaching goals:1. Language knowledge goals:1) Key words: endanger, antelope, poacher, illegal, confiscate, ideal2) Key phrases: give one’s life to, on the spot, come into fashion, raid on, get tough with sb3) Key sentence patterns:Although surprised, the poachers had an advantage—there were more of them. Often working at night, the poachers shoot whole herds of antelopes at a time, leaving only the babies, whose wool is not worth so much.2. Language skill goals:a. To know sth about the endangered antelopes.b.To improve the students’ reading ability.c. Enable the students talk about how to protect animals3.Emotional attitude goals:a.Cultivate the students’ awareness of loving animals and the natu re as well as protecting the environment. Also encourage the students to take an active part in social practice and exploration.b.Guide the students to learn how to cooperate with othersc.Help the students further enhance the ability of self-study4. Learning Strategy goals:Train students’ cognition strategy, regulation strategy, communication strategy, resource strategy, self-learning strategy, and cooperative learning strategies through cooperative discussions, games, contests, and other forms of activities.Teaching important points:a. key sentence patterns: Although surprised(V-ed as adverbial), leaving only the babies(V-ing as adverbial of result)b.key topics: How to protect animals in dangerTeaching difficult points:a.Improve the students’reading a bility ,simultaneously train the students to capture the key sentence and seize the key information.b. Get students to talk about “What I have learnt from this passage” and “How can we protect the animals” through group cooperation.Teaching methods:Task-based teaching methods, reading, pair or group work, discussion. Teaching aids:A multi-media computer& a tape recorder& a blackboardTeaching procedures:Step1.PresentationI. Four students in a group to list the animals they ever knew .Ask them to say sth about the animals' specialty.( have a competition to see which group can list the most words with the limited time)II. Ask students which animals are in danger , then show some pictures of giant panda, siberian tiger, ibis, antelope, red wolfIII. Students talk about the reasons why many kinds of wild animals are in danger.(group work)IV. Students work in pairs to make an interview (In this pair-work activity, students will use an interview format to practise talking about animals and animal protection.)Questions:1. Have you ever read or heard of the Tibetan antelopes?2. How much do you know about it?Step2．New WordsTeacher shows the English definitions of new words and then asks them to guess the Chinese meanings of the words.Step3. ListeningListen to the tape and answer the questions. Books closed.1.Who is Jiesang Suonandajie?2.Why do the poachers kill the antelope?3.What have made the things worse since the 1990s?4.What do you think the future of the antelope will be?Step4. Fast readingI. Decide if these sentences are true (T) of false (F).1.A large number of antelopes have been killed for their meat.2.The business of antelope wool is illegal but it is easy to be stopped.3.The Chinese government began to take an active part in protecting the antelopes.4.Little progress has been made in protecting the antelopes.II. Do activity2 on P52.Choose the best answer for each question.Step5.Careful readingI. Summarize the main idea for each paragraph.(pair work)II. Find out the difficult sentences and language points by themselves, then put forward any questions if they have and solve them together.III. Ask students to make sentences and do some translation exercises using the sentences patterns or language points which they just dealt with.. IV. Retell the text according to the numbers below.50,000 $ 5,000 1975 138 2% 3000 1997Step 6. Consolidation: fill in the blanks.There used to be millions of antelopes on the Qinghai-Tibetan __________.But unfortunately many ________ killed them and skinned them on the spot for their wool, which is the ______ material for a coat. Now the government begins to take an active part in _________ the antelopes. Many poachers were caught and 300 vehicles _____________. Police are getting _______ with the dealers. As a result, the antelope population has slowly begun to grow again. The writer tells us the facts about the ___________ antelope to make us realize the importance of protecting animals.Step7.DiscussionDiscuss in groups to say what we students can do to help the animals. Ask one student from each group to present their ideas.1. What do you feel after you read the passage?2. What should we do to protect these animals?3. Would you like to be a volunteer to protect the antelopes if possible? Step8.HomeworkWrite a passageWrite about one kind of animals in danger.1. Where it lives2. What the problem is3. What you or government can do to protect it。
Module6Animalsindanger教案
（三）实践活动（用时10分钟）
1.分组讨论：学生们将分成若干小组，每组讨论一个与濒危动物相关的实际问题，如“如何在我们社区宣传动物保护？”
c.话题讨论：围绕濒危动物的保护进行讨论，表达个人观点和建议。
-举例：学生能够参与到小组讨论中，提出保护濒危动物的方法和策略。
2.教学难点
a.词汇理解与应用：学生对词汇的深层含义和用法的理解，如“habitat”不仅是“栖息地”的意思，还包括对动物生存环境的具体描述。
-举例：学生能够解释为什么某个动物会因为失去habitat而变得endangered。
c.掌握与动物保护相关的词汇，如：endangered, protect, habitat等。
d.培养学生关爱动物、保护环境的意识。
e.通过小组合作，完成关于濒危动物的海报制作及介绍。
二、核心素养目标
1.语言能力：培养学生运用英语进行关于濒危动物话题的交流，提高听说读写综合语言运用能力。
a.能够听懂并准确说出与濒危动物相关词汇和句型。
同学们，今天我们将要学习的是Module 6 Animals in danger这一章节。在开始之前，我想先问大家一个问题：“你们在日常生活中有没有听说过哪些动物正面临灭绝的危险？”这个问题与我们将要学习的内容密切相关。通过这个问题，我希望能够引起大家的兴趣和好奇心，让我们一同探索濒危动物的奥秘。
（二）新课讲授（用时10分钟）
Module 6 Animals in danger教案
一、教学内容
Module 6 Animals in danger教案
外研版高中英语必修五Module 6Animals in DangerGrammar教案1
外研版Book 5 Module 6—Animals in Danger语法教案Teaching Aims:1. Have a deep understanding of the significance and the importance of this grammar2. Improve the students’ ability to use this grammar freelyTeaching important points:1. The uses of this grammarTeaching difficult points:1. To use this grammar freelyTeaching type: RevisionTeaching methods: questioning, discussion, guiding, and practicingTeaching aids: chalk, blackboard, book, notes, and exerciseTeaching procedures:Step 1: Check the homeworkStep 2: Revise the grammar----attributive clause1. 定语从句的定义：修饰名词或者代词的从句。
定语从句在句子中起定语的作用，被定语从句所修饰的词称为先行词。
定语从句通常放在先行词之后。
2. 定语从句的结构：先行词+关系代词/关系副词+从句3. 关系代词：Who, whom, whose, that, which, as关系副词：When, where, why (what 不可引导定语从句。
)4．定语从句的分类：限定性定语从句和非限定性定语从句5．用于限定性定语从句的关系代词who , whom , whose , which , that , as等关系代词在定语从句中所指对象是人，物。
高中英语_Animals in Danger教学设计学情分析教材分析课后反思
Animals in Danger【教学设计】【教学内容分析】本节课内容取自外研版必修5第6模块《Animals in Danger》Reading 部分，模块话题围绕拯救野生动物，保护自然环境展开。
是本模块第二课时，是一篇保护藏羚羊的文章，介绍了藏羚羊为什么濒临灭绝和人们如何保护它们。
本篇文章篇幅适中，词汇有点儿生僻，学生阅读起来较为吃力。
通过对文本材料的研读，我在教学中淡化语言点和语法知识的简单传授，阅读活动首先是学生掌握与动物相关的词汇，学会讨论和描述濒危动物；其次引导学生展开阅读，培养其从篇章中高效、准确获取知识和信息额阅读能力；再者通过本课的学习培养学生“保护动物，热爱自然”的环保意识。
在进行教学设计时，我们摒弃了只为读而教的教学模式，确定了研读文本与延伸写作相结合的教学策略，以应用为动力，以阅读为核心，从而扩大课堂的语料输入量及学术的语言输出量，力求通过阅读教学提升学生的分析和表达等学科综合学习能力。
【教学对象分析：】必修五的课文教学面向的是高二上学期的学生，他们经过高一一年的英语学习已经积累了一定的词汇量，并具备一定的听说读写能力，并掌握了略读、跳读等一定的阅读技巧以及识别关键词、确定主题句、预测等阅读技能，但大部分学生的阅读能力和书面表达能力仍然有待提高。
学生对于藏羚羊这种动物平时接触较少的话题还是比较陌生，并且文本信息的细节处理能力有待进一步提高和深度点拨，阅读之后对于信息的有效输出能力比较差，英语书面表达水平有待提高。
值得欣慰的是：他们在平时的英语学习中学习积极性比较高，能够积极地配合老师参与课堂活动。
希望通过自身的努力不断提高英语分析和表达能力。
【教学重点与难点和教学目标:】在教学设计思路的引导之下，师生共同完成课文的略读和细读，学生在问题的引领下可以较为轻松地完成文本内容的输入。
而困难的是如何引导学生通过阅读，获得有用的词汇、语法、固定习语，为写作的发生做好前期准备。
这也是学生本节课学习的重点；同时如何学以致用地把所学的各个部分串联起来完成对动物处于危险的原因拓展，是本节课学习的难点。
Module6-Animalsin-Danger-外研版高中英语第五册
Module 6 Animals in Danger教学设计课时一 Introduction & Reading【教学分析】本模块以 Animals in Danger为话题，使学生了解一些濒临灭绝的动物及它们的现状，培养学生保护动物的意识，并使学生掌握一些动物名称及相关的词汇。
Introduction 部分复习和学习一些与野生动物有关的词汇，学会简要分析珍稀动物濒临灭绝的主要原因。
Reading 部分介绍了藏羚羊濒临灭绝的现状和原因，以及我国政府和世界自然保护组织为拯救藏羚羊所做的努力。
学生除了学习新词汇、训练阅读技巧外，对动物保护有了更深刻的认识。
【教学目标】1．语言目标1）重点词汇及短语1. reserve, habitat, endangered, extinct, wildlife, protect, in dang-er, thanks to2. poacher, antelope, battle, plateau, ideal, shawl, herd, worth, skin, spot, raid, confiscate, condition, meanwhile, dealer ,give one’s life to, at a time, be worth so much, on the spot, be made into, come into fashion, take an active part in doing, be ready for, get tough with2）重点句式1. Thanks to scientists’ hard work, the number of the panda s living in the wild has increased to about 1590.2. Although surprised, the poachers had an advantage --- there were more of them.3. A shawl made from the wool (known as “shahtoosh”, or “king of wools” in Persian) can sell for five thousand dollars.4. Often working at night, the poachers shoot whole herds of antelopes at a time, leaving only the babies, whose wool is not worth so much.5. But today the government seems to be winning the battle.2. 能力目标1. Learn some information about the present situation of the wild animals and the effort made to protect the wild animals.2. Enable students to use key words and some expressions correctly.3. Get students to catch the main information about numbers.4. Learn to predict before reading.5. Discuss the questions about the passage.3．教学重难点1. Guide students to summarize the main idea of each paragraph as well as the main idea of the text.2. Discuss the questions of comprehension.3. Get students to learn about the importance of protecting animals.4．教学方法1. Fast reading skills for main ideas and details.2. Discussions to improve students’ reading comprehension3. Individual, pair or group work to make every student work in class.【教学过程】I． Brainstorming (头脑风暴)以flash短片引入本节课的话题——拯救藏羚羊。